Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children

This study was designed to compare the effects of anchored and nonanchored instruction on test scores of preservice special education teachers. Lectures were designed to be equivalent with the exception that the anchored instruction group received specific videodisc-based (full motion video) case study examples. The immediate and long-term acquisition of knowledge of 37 students divided into two groups (nonanchored instruction and anchored instruction) was explored using a pretest, posttest, and follow-up test design. All tests included multiple-choice and essay formats. Results revealed somewhat different within group patterns as well as important between group patterns. Although no differences between the two groups on the posttest immediately following the lectures was noted, the anchored instruction group outperformed the nonanchored group on the eigbt-week follow-up test. Implications for future research are discussed.

This article describes and discusses Project CASELINK, an OSEP-funded three-year project that uses a problem-based learning (PBL) perspective to frame design and development of eight interactive multimedia modules on the Internet to augment new and existing introductory courses in special education anywhere in the nation. The project responds to critical questions about the distinction between craft knowledge that develops from practical experience and academic knowledge acquired through formal study. CASELINK attempts to bridge the gap between these ways of knowing so that all relevant professional knowledge can be identified and applied to improving outcomes for students with disabilities. We describe how and why interactive, multimedia, and distance learning technologies are used by CASELINK in support of the larger purposes of problem-based learning.

Technology can be used effectively for delivering courses off campus; the development of a delivery system requires planning and development. This article summarizes some professional issues related to technology and distance education courses along with a variety of delivery formats including lectures, virtual classes, and Internet courses. Typical problems encountered as well as questions that may guide decision making regarding the selection of delivery formats for specific programs are addressed and numerous tables are included that list Internet and multimedia resources. A description of a course developed by the author for the University of Alaska Anchorage is included.

To support the integration of technology in the K-12 special education classroom, teacher preparation programs must infuse technology across existing special education curricula. Teacher preparation programs have been blamed for not modeling effective technology use in teacher preparation curricula. This study examined the effectiveness of a mentorship training program that employed special education graduate students to assist faculty members with their technology infusion efforts. Results suggest that one-on-one multiple session training supported by special education graduate students (with limited technology expertise) can support integration efforts. Implications for supporting faculty technology infusion are discussed.